• 한국수학교육학회지시리즈A:수학교육
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• 제58권1호
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• pp.139-160
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• 2019

This study attempts to examine statistical tasks in the middle-school mathematics textbooks of Korea and Connected Mathematics 3 [CMP] of the US in terms of an opportunity-to-learn for statistical reasoning. We utilized an analytical framework consisting of types of context, statistical reasoning level, cognitive demand of the tasks, and types of student response. The findings from the task analysis suggested that Korean textbooks focused on finding answers by applying previously learned algorithms or formulas and thus provided students with very limited opportunities to experience statistical reasoning. Also, the results proposed that the mathematical tasks in statistics unit of CMP3 offer more essential and complex tasks that promote students' conceptual understanding of various statistical ideas and statistical reasoning in a meaningful way.

• 한국학교수학회논문집
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• 제24권2호
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• pp.191-216
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• 2021

본 연구는 2015 개정 수학과 교육과정에 따른 <확률과 통계> 교과서의 통계적 추정 단원에서, 통계적 문제해결과정과 함께 통계적 소양이 어떻게 구현되는가를 분석하였다. 문헌 연구를 통해 통계적 소양의 성장에 기여하는 요소로서 '맥락', '변이성', '수학적·통계적 지식', '공학 도구의 활용', '비판적 태도', '의사소통'을 도출하여 통계적 문제해결과정에 따른 분석 관점을 설정하고, 이를 코드화하여 개발한 분석틀을 토대로 교과서 분석을 실시하였다. 통계적 문제해결과정의 관점에서 분석결과 '자료 분석'에 해당하는 과제가 많이 제시되어 있었고 '결과 해석', '문제 설정'과 관련한 과제가 부족하였다. 통계적 소양의 요소별 반영에 관한 분석 결과 '수학적·통계적 지식'을 요구하는 과제가 가장 많았으며, '비판적 태도', '공학 도구 활용'은 거의 다루어지지 않고 있었다. 이러한 교과서 분석결과를 바탕으로 통계적 소양의 함양 교육을 위한 교육과정 개선 및 교과서 개발에 대한 시사점을 제시하였다.

• 한국수학교육학회지시리즈A:수학교육
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• 제58권1호
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• pp.55-77
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• 2019

Textbooks play a very important role as a medium for implementing curriculum in the school. This study aims to analyze tasks for mathematical competencies in the high school 'mathematics' textbooks based on the 2015 revised mathematics curriculum emphasizing competencies. And our study is based on the following two research question. 1. What is the relationship between core competencies and mathematical competencies? 2. What is the distribution of competencies of tasks for mathematical competencies presented in the textbooks? 3. How does the tasks for mathematical competencies reflect the meaning of the mathematical competencies? For this study, the tasks, marked mathematical competencies, were analyzed by elements of each mathematical competencies based on those concept proposed by basic research for the development of the latest mathematics curriculum. The implications of the study are as follows. First, it is necessary to make efforts to strengthen the connection with core competencies while making the most of characteristics of subject(mathematics). Second, it needs to refine the textbook authorization standards, and it should be utilized as an opportunity to improve the textbook. Third, in order to realize competencies-centered education in the school, there should be development of teaching and learning materials that can be used directly.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제29권3호
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• pp.281-300
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• 2015

본 연구의 목적은 스토리텔링 수학 교과서 개발과 학교 현장에서 스토리텔링 교과서 활용의 방향성을 제시하기 위해, 2009 개정 교육과정에 따른 중학교 2학년 수학 교과서 5종을 연구 대상으로 수학 과제 유형에 따른 인지적 노력 수준, 답안 유형, 스토리텔링 유형을 분석하였다. 연구 결과, 첫째, 수학 과제의 인지적 노력 수준은 공통적으로 모든 교과 내용 영역에서 PNC(Procedures without Connections) 과제가 가장 많은 비중을 차지하였고, 수학적 내용 과제에서는 인지적 노력이 낮은 수준의 과제(Low-Level)가 많았고, 수학적 활동 과제에서는 인지적 노력이 높은 수준의 과제(High-Level)가 더 많았다. 둘째, 학생들에게 요구하는 답안 유형은 모든 영역에서 단답형이 가장 많았고, 수학적 내용 과제의 대부분은 단답형, 수학적 활동 과제는 단답형과 설명형이 많았다. 마지막으로 스토리텔링의 유형은 실생활 연계형이 가장 많은 비중을 차지하고 있었고, 수학적 활동 과제의 수가 수학적 내용 과제의 수보다 휠씬 적었다. 그러나 스토리텔링 유형이 반영된 과제에서는 수학적 활동 과제의 비율이 수학적 내용 과제의 비율보다 더 높았다. 이러한 연구 결과를 바탕으로 향후 다른 학년의 스토리텔링 수학 교과서를 개발하고 학교 현장에 적용할 때, 수학 과제 유형에 따른 인지적 노력 수준, 답안 유형, 스토리텔링 유형에 대해서 균형성과 다양성을 고려해야할 필요성을 제시할 수 있다.

• 한국산업보건학회지
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• 제1권1호
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• pp.29-46
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• 1991

The study was conducted with 611 Industrial Health officer for 2 years(1998 : 394person, 1989 : 217 person). The purpose of this study was to measure efficiency of the Industrial Health Officer course (use of questionaire) also, in the furure, we would like to make a standard on the management of Industrial Health Officer (software & Hardware) The result are as follows: 1. the response of satisfaction was revealed highly 51 % on the Curriculum. 2. The response of high qualities was revealed highly 92% in the content of textbook. 3. The response of practical program was revaled highly 67.7% in composition of curriculum. 4. The response of high-class instructor was revealed highly on the selection of instructor. 5. the response of a proper term was revealed almost trainees on the education term. 6. When industrial hygienist conducted their Health task, difficulty point, first, the lack of top manager on the health-management in industries, second, take a hold coccurently with another task third, not secure theirs status in industries. 7. almost of Industial Health Officer want to taken highly practical education program, a field of industrial ventilation, measurment of working enviroment. 8. They wanted to taken a practical program that they could conduct handling they-self measuring device, in order to enhance the effect of hygiene education. 9. They responsed size of ideal class that the number of Industrial Health Officer was less than 20 person.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제33권2호
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• pp.123-139
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• 2019

이 연구는 우리나라 중등 수학교과서가 학생들에게 문제제기 활동의 기회를 충분히 주고 있는지 확인하기 위하여 2015 개정 수학과 교육과정에 따른 중학교 1학년 수학교과서의 문제제기 과제를 내용 영역, 과제 유형, 과제 맥락 등의 측면에서 분석하였다. 2015년 개정 수학과 교육과정에 따른 중학교 1학년 수학교과서 10종을 분석한 결과, 교과서에 포함된 문제제기 과제의 수는 적은편이며, 내용 영역별로 과제가 고르게 분포되어 있지 않았다. 문제제기 과제의 수학적 제약의 정도에 따라 분석한 결과, 수학적 제약 조건이 강하거나 약한 과제보다는 상대적으로 중간 정도의 제약 조건을 가지는 문제제기 과제가 더 많았다. 맥락 구성 요구에 따른 분석 결과, 학생들에게 새로운 맥락을 요구하지 않는 문제제기 과제가 더 많았고, 이러한 과제들은 주로 가장된 맥락을 사용하고 있었다. 이러한 결과를 바탕으로 수학교과서에서의 문제제기 과제 활용을 위한 시사점을 제시하였다.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제15권3호
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• pp.189-199
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• 2012

제7차 교육과정 이후로 학습자 중심 수업이 지속적으로 강조되고 있음에도 불구하고, 초등수학교과서에 제공되어 있는 수업자료로 수업을 할 때 학습자 중심 수업의 진면목이 들어나고 있지 않은 것이 현실이다. 이에 학습자 중심 수학 수업을 실천에 옮기기에 적합한 수업자료가 지녀야 하는 몇 가지 특징에 대하여 살펴보았다. 지속적으로 교육과정을 개정하고 그에 따른 수학교과서 개발시에 본 고에서 논의한 특징들이 반영된 수업자료가 개발되기를 기대해 본다.

• East Asian mathematical journal
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• 제36권4호
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• pp.493-513
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• 2020

The reason for this study is that the learning content of geometric construction in school mathematics is very insufficient. Geometric construction not only enables in-depth understanding of shapes, but also improves deductive proof skills. In school mathematics education, geometric construction is a very important learning factor, and educational significance is very high in that it can develop reasoning skills essential to the future society. Nevertheless, the reduction of geometric construction learning content in Korean curriculum and mathematics textbooks is against the times. Therefore, the purpose of this study is to analyze the transition of geometric construction learning contents in middle school mathematics curriculum and mathematics textbooks. In order to achieve the purpose of this study, the following studies were conducted. First, we analyze the characteristics of geometric construction according to changes in curriculum and textbooks. Second, we develop a framework for analyzing geometric construction tasks. Third, we explore geometric construction tasks according to the developed framework. Through this, it is expected to provide significant implications for the geometric areas of the new middle school curriculum that will be developed in the future.

• 한국환경교육학회지:환경교육
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• 제24권1호
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• pp.102-113
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• 2011

The role of teachers has been explicitly emphasized to implement the vision of sustainable development(SD). Also, it is very important to understand the way student teachers understand SD and how they interpret their own professional task in terms of SD, usually referred to as education for sustainable development(ESD). This study investigated student teachers' perceptions of SD and ESD using group interview. Key findings include, first, that they think SD as development which does not exceed the limits of natural environment, and as wise management of resources/protection of environment for future generations. They also think SD as good thing though they don't understand the contested nature of SD. Second they think ESD as education about SD, but some student teachers say they can't explain ESD. Many student teachers prefer field trip to local examples for both elementary school students and themselves. Also they will teach only what the textbook says about SD and ESD during their school placement and as teachers. So it will be the beginning of ESD in school to include SD in the curriculum for students and student teachers. It is suggested to study student teachers' perception of SD focussing on how they think the relationship between protection of environment and economic growth.

• 정보과학회지
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• 제1권1호
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• pp.72-74
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• 1983

Traditionally, polynomials have been used to approximte functions with prescribed values at a number of points(called the knots) on a given interal on the real line. The method of splines recently developed is more flexible. It approximates a function in a piece-wise fashion, by means of a different polynomial in each subinterval. The cubic spline gas ets origins in beam theory. It possessed continuous first and second deriatives at the knots and is characterised by a minimum curvature property which es rdlated to the physical feature of minimum potential energy of the supported beam. Translated into mathematical terms, this means that between successive knots the approximation yields a third-order polynomial sith its first derivatives continuous at the knots. The minimum curvature property holds good for each subinterval as well as for the whole region of approximation This means that the integral of the square of the second derivative over the entire interval, and also over each subinterval, es to be minimized. Thus, the task of determining the spline lffers itself as a textbook problem in discrete computer programming, since the integral of ghe square of the second derivative can be obviously recognized as the criterion function whicg gas to be minimized. Starting with the initial value of the function and assuming an initial solpe of the curve, the minimum norm property of the curvature makes sequential decision of the slope at successive knots (points) feasible. It is the aim of this paper to derive the cubic spline by the methods of computer programming and show that the results which is computed the all the alues in each subinterval of the spline approximations.